An Analysis of State Approaches To Including Students with Disabilities in Assessments Implemented during Educational Reform. Technical Report 18.

Autor/inn/en	Thurlow, Martha L.; Elliott, Judy L.; Scott, Dorene L.; Shin, Hyeonsook
Institution	National Center on Educational Outcomes, Minneapolis, MN.
Titel	An Analysis of State Approaches To Including Students with Disabilities in Assessments Implemented during Educational Reform. Technical Report 18.
Quelle	(1997), (21 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Accountability; Change Strategies; Decision Making; Disabilities; Educational Assessment; Educational Change; Educational Policy; Elementary Secondary Education; Guidelines; Inclusive Schools; Mainstreaming; Outcomes of Education; Policy Formation; State Standards; Student Participation + Suchen Sie Ihr Suchwort? Verantwortung; Lösungsstrategie; Decision-making; Entscheidungsfindung; Handicap; Behinderung; Education; assessment; Bewertungssystem; Bildungsreform; Politics of education; Bildungspolitik; Richtlinien; Inclusive school; Integrative Schule; Lernleistung; Schulerfolg; Politische Betätigung; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung
Abstract	This analysis compared guideline markers, identified by the National Center on Educational Outcomes (NCEO) to maximize participation of students with disabilities in educational assessments, with written guidelines of 43 states concerning participation, accommodations, and reporting. The NCEO markers were developed using an input and consensus process involving identification of facilitators and barriers to inclusion in assessments, which were then shared with various stakeholder groups who provided additional input. Analyses of the state guidelines revealed that, while guidelines showed some common elements of inclusive policies, there are many important elements of inclusive policies not represented in states' written policies. Among the least frequently included recommended characteristics were using a form to aid the decision-making process and informing parents about the implications of decisions. Overall, only about one fourth of the states showed at least 50 percent of the desired participation markers, and none showed at least 50 percent of the desired reporting markers. Issues identified for further action include disseminating information on the importance of inclusive accountability systems, crafting comprehensive assessment guidelines that include students with disabilities, and identifying the consequences of exclusion of students from assessments, at both the state and local levels. (Contains 18 references.) (DB)
Anmerkungen	National Center on Educational Outcomes, University of Minnesota, 350 Elliott Hall, 75 East River Road, Minneapolis, MN 55455; telephone: 612-624-8561; fax: 612-624-0879; World Wide Web: http://www.coled.umn.edu/NCEO ($8).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC